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14
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Feb
r
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20
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289
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4
]
,
b
ec
au
s
e
th
er
e
is
r
elativ
ely
tig
h
t c
o
m
p
etitio
n
f
o
r
s
tu
d
en
t e
n
r
o
llm
en
t b
etwe
en
h
ig
h
er
e
d
u
ca
tio
n
i
n
s
titu
tio
n
s
[
1
5
]
.
T
h
e
liter
atu
r
e
o
n
s
er
v
ices
m
ar
k
etin
g
co
n
ce
p
tu
alize
s
s
er
v
i
ce
s
s
u
ch
as
h
ig
h
er
e
d
u
ca
tio
n
as
h
ig
h
ly
co
m
p
lex
an
d
h
ig
h
ly
d
if
f
er
e
n
tiated
.
I
t
is
in
tan
g
ib
le,
h
eter
o
g
en
eo
u
s
,
in
s
ep
ar
a
b
le,
an
d
ea
s
ily
d
am
ag
ed
[
1
6
]
.
Ho
wev
er
,
r
esear
ch
e
r
s
f
r
o
m
v
ar
io
u
s
d
is
cip
lin
es
h
av
e
m
o
d
e
led
s
tu
d
en
ts
'
d
ec
is
io
n
s
o
r
in
ten
tio
n
s
f
o
r
c
o
lleg
e
en
r
o
llm
en
t,
in
clu
d
in
g
p
r
iv
ate
co
lleg
es,
o
v
er
th
e
p
ast
s
ev
er
al
d
ec
ad
es
[
1
7
]
.
Acc
o
r
d
in
g
to
t
h
e
th
eo
r
y
o
f
p
lan
n
ed
b
eh
av
io
r
,
th
e
in
ten
tio
n
to
ca
r
r
y
o
u
t
ce
r
tain
ac
tio
n
s
is
a
n
ec
e
s
s
ar
y
p
r
er
eq
u
is
ite,
esp
ec
ially
in
th
e
co
n
tex
t
o
f
a
d
ec
is
io
n
[
1
8
]
,
wh
ich
in
th
is
co
n
tex
t
is
,
o
f
co
u
r
s
e,
a
p
r
o
s
p
ec
ti
v
e
s
tu
d
en
t'
s
d
ec
is
io
n
to
en
r
o
ll
in
a
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
.
Sev
er
al
s
tu
d
ies
h
av
e
em
er
g
e
d
to
in
cr
ea
s
e
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
s
tu
d
en
ts
'
in
ten
tio
n
to
ch
o
o
s
e
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
[
1
9
]
.
Ho
w
ev
er
,
ex
is
tin
g
p
r
ev
i
o
u
s
r
esear
ch
o
n
ly
f
o
c
u
s
es
o
n
r
esear
ch
o
n
lo
y
alty
[
2
0
]
,
o
r
ev
en
in
ten
tio
n
to
lear
n
[
2
1
]
,
p
er
s
is
t
[
2
2
]
,
d
r
o
p
o
u
t
[
2
3
]
–
[
2
5
]
o
r
e
v
en
s
to
p
en
r
o
llin
g
in
h
i
g
h
er
ed
u
ca
tio
n
[
2
6
]
.
So
,
th
e
i
n
ten
tio
n
to
en
r
o
ll
in
h
ig
h
er
e
d
u
ca
tio
n
h
as
n
o
t
y
et
b
ee
n
wid
el
y
r
esear
ch
ed
.
Ap
a
r
t
f
r
o
m
t
h
at,
ex
is
tin
g
r
esear
ch
also
o
n
ly
f
o
cu
s
es
o
n
An
g
o
la
[
2
7
]
,
R
wan
d
a
[
2
8
]
,
Om
an
[
2
9
]
,
I
s
tan
b
u
l
(
T
u
r
k
ey
)
[
3
0
]
,
[
3
1
]
,
an
d
Un
ited
Kin
g
d
o
m
(
UK)
[
3
2
]
.
Me
an
wh
ile,
th
is
r
esear
ch
was
co
n
d
u
cted
in
I
n
d
o
n
esia.
B
ec
au
s
e
we
th
in
k
a
b
r
o
ad
e
r
an
d
m
o
r
e
in
-
d
ep
th
s
tu
d
y
in
I
n
d
o
n
esia
is
n
ee
d
ed
to
u
n
d
er
s
tan
d
m
o
r
e
co
m
p
r
eh
e
n
s
iv
ely
h
o
w
th
ese
f
ac
to
r
s
p
lay
a
r
o
le
in
th
e
lo
ca
l
co
n
tex
t.
W
ith
f
u
r
t
h
er
r
esear
ch
,
m
o
r
e
p
r
o
f
o
u
n
d
in
s
ig
h
ts
ca
n
b
e
p
r
o
d
u
ce
d
t
o
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
h
ig
h
er
ed
u
ca
tio
n
p
o
licies
an
d
p
r
ac
tices
in
I
n
d
o
n
esia.
B
ased
o
n
th
e
e
x
p
lan
atio
n
,
th
is
r
esear
ch
ex
a
m
in
es
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
s
tu
d
en
ts
’
in
te
n
tio
n
(
SI)
to
e
n
r
o
ll
in
p
r
iv
ate
Mu
h
a
m
m
ad
iy
a
h
h
i
g
h
er
ed
u
ca
tio
n
(
PMHE
)
.
T
h
e
two
v
ar
iab
les
co
n
s
id
er
ed
in
th
is
r
esear
ch
ar
e
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
I
m
ag
e
(
HE
I
I
)
an
d
s
tu
d
e
n
t
ch
ar
ac
ter
is
tics
(
SC
)
.
T
h
e
co
n
s
id
er
atio
n
f
o
r
ch
o
o
s
in
g
a
u
n
iv
er
s
ity
'
s
r
ep
u
tatio
n
is
b
ec
au
s
e
th
er
e
is
a
lo
t
o
f
co
n
s
en
s
u
s
es
r
eg
ar
d
in
g
th
e
b
en
ef
its
o
f
a
g
o
o
d
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
im
ag
e
[
3
3
]
,
wh
ich
is
cr
u
cial
in
attr
ac
tin
g
s
tu
d
en
ts
in
a
co
m
p
etiti
v
e
h
ig
h
er
ed
u
ca
tio
n
en
v
ir
o
n
m
en
t
[
3
4
]
.
T
h
e
s
a
m
e
p
o
t
e
n
t
i
a
l
al
s
o
a
p
p
l
i
es
t
o
SC
,
b
u
t
t
h
e
r
e
h
a
s
b
e
e
n
n
o
,
o
r
s
t
i
l
l
li
t
tl
e
,
f
u
r
t
h
e
r
r
e
s
e
a
r
ch
r
e
l
a
t
e
d
t
o
it
[
3
5
]
.
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
s
ee
k
s
to
test
th
e
in
f
lu
en
ce
o
f
HE
I
I
(
H1
)
a
n
d
S
C
(
H2
)
o
n
s
tu
d
en
ts
'
in
ter
est
in
s
tu
d
y
in
g
at
Mu
h
am
m
ad
iy
ah
h
ig
h
er
ed
u
ca
tio
n
.
B
ased
o
n
th
is
,
th
is
r
es
ea
r
ch
u
s
es
a
q
u
an
titativ
e
ap
p
r
o
ac
h
with
a
cr
o
s
s
-
s
ec
tio
n
al
ap
p
r
o
ac
h
th
r
o
u
g
h
s
u
r
v
ey
m
eth
o
d
s
as
th
e
p
r
im
ar
y
ap
p
r
o
ac
h
to
co
llect
d
ata.
Data
was
o
b
tain
ed
b
y
d
is
tr
ib
u
tin
g
q
u
esti
o
n
n
air
es
to
r
esp
o
n
d
en
ts
o
n
lin
e
u
s
in
g
Go
o
g
le
Fo
r
m
s
.
Usi
n
g
th
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
et
h
o
d
,
r
esp
o
n
d
en
ts
wh
o
wer
e
willin
g
to
f
ill
o
u
t
th
e
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
5
7
2
r
esp
o
n
d
en
ts
wh
o
h
ad
th
e
ch
ar
ac
ter
is
tics
o
f
n
o
t
h
av
in
g
g
o
n
e
to
c
o
lleg
e
an
d
p
lan
n
in
g
to
s
tu
d
y
in
s
o
cial
an
d
h
u
m
a
n
ities
(
SOSH
UM
)
6
0
.
6
6
%
an
d
s
cien
ce
an
d
tech
n
o
lo
g
y
(
SAI
NT
E
K)
3
9
.
3
4
%
in
PMHE
with
th
e
p
r
o
p
o
r
tio
n
o
f
cr
iter
ia
f
em
ale
g
en
d
er
was
4
3
.
5
3
%
an
d
m
ale
was
5
6
.
4
7
%,
1
8
.
1
8
%
h
ad
a
p
u
b
lic
h
ig
h
s
ch
o
o
l
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
a
n
d
8
1
.
8
2
%
p
r
i
v
ate.
M
o
s
t
o
f
t
h
em
a
r
e
f
r
o
m
t
h
e
f
a
m
il
y
o
r
m
em
b
e
r
s
o
f
t
h
e
M
u
h
a
m
m
a
d
i
y
a
h
,
6
5
.
9
1
%
c
o
m
p
a
r
e
d
t
o
3
4
.
0
9
%
w
h
o
a
r
e
n
o
t
.
T
h
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
te
d
co
n
tain
ed
1
7
s
tatem
en
t
in
d
icato
r
s
th
at
h
ad
to
b
e
f
il
led
in
b
y
r
esp
o
n
d
en
ts
.
T
h
ese
in
d
icato
r
s
h
av
e
p
r
ev
io
u
s
ly
b
ee
n
u
s
ed
i
n
b
eh
av
i
o
r
al
r
esear
ch
b
y
o
th
er
r
esear
ch
er
s
wh
o
s
e
v
alid
ity
an
d
r
eliab
ilit
y
h
a
v
e
b
ee
n
test
ed
a
n
d
p
r
o
v
en
[
1
9
]
.
T
h
e
m
ea
s
u
r
e
m
en
t
s
ca
le
u
s
es
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
wh
er
e
n
u
m
b
er
1
r
e
f
lects
"stro
n
g
ly
d
is
ag
r
ee
,
"
an
d
n
u
m
b
e
r
5
r
ef
lects
"stro
n
g
ly
ag
r
ee
.
"
Af
ter
co
llectin
g
th
e
q
u
esti
o
n
n
air
e,
th
e
d
ata
was
p
r
o
ce
s
s
ed
an
d
an
aly
ze
d
u
s
in
g
t
h
e
p
ar
tial
least
s
q
u
ar
es
(
PLS)
-
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
an
aly
s
is
tech
n
iq
u
e,
wh
ich
in
s
ev
er
al
s
o
u
r
ce
s
is
co
n
s
id
er
ed
th
e
m
o
s
t
wi
d
ely
an
d
ef
f
ec
tiv
ely
u
s
ed
in
s
o
cial
s
cien
ce
r
esear
ch
[
3
6
]
–
[
4
1
]
.
T
h
is
is
n
o
ex
ce
p
tio
n
in
ed
u
ca
tio
n
[
4
2
]
–
[
4
6
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
As
p
r
ev
io
u
s
ly
m
en
tio
n
ed
,
t
h
is
r
esear
ch
u
s
es
PLS
-
SEM
as
th
e
an
aly
s
is
m
eth
o
d
.
I
n
PLS
-
SEM
an
aly
s
is
,
m
ea
s
u
r
em
en
ts
an
d
ev
alu
atio
n
cr
iter
ia
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
an
d
co
m
p
lem
e
n
tar
y
an
aly
s
is
h
av
e
b
ec
o
m
e
t
h
e
b
asis
f
o
r
s
u
b
s
eq
u
en
t
ex
ten
s
io
n
an
d
ap
p
licatio
n
o
f
th
e
m
eth
o
d
[
3
8
]
.
T
h
e
f
o
llo
win
g
is
a
f
u
r
th
er
d
is
cu
s
s
io
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
a
cto
r
s
in
flu
en
cin
g
s
tu
d
e
n
ts
’
in
ten
tio
n
to
e
n
r
o
ll a
t p
r
iva
te
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
(
A
c
e
S
o
ma
n
tr
i
)
291
3
.
1
.
M
ea
s
urem
ent
mo
del a
s
s
ess
m
ent
Ass
es
s
m
en
t
o
f
m
ea
s
u
r
em
en
t
m
o
d
els
is
a
d
ev
elo
p
m
en
t
o
f
c
lass
ical
test
th
eo
r
y
[
4
7
]
.
T
h
is
is
th
e
f
ir
s
t
s
tep
in
PLS
-
SEM
an
aly
s
is
to
test
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
t
h
e
m
ea
s
u
r
em
e
n
ts
[
4
8
]
.
T
h
is
is
also
th
e
m
o
s
t
ess
en
tial th
in
g
to
d
o
b
ef
o
r
e
test
in
g
a
th
eo
r
etica
l m
o
d
el
f
u
r
th
e
r
[
4
9
]
.
T
h
er
e
ar
e
at
least
f
o
u
r
s
tep
s
in
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
test
;
f
ir
s
t,
b
y
lo
o
k
in
g
at
th
e
lo
ad
in
g
,
th
e
m
in
im
u
m
s
tan
d
ar
d
f
o
r
th
e
lo
ad
in
g
v
alu
e
is
0
.
7
0
8
[
4
7
]
,
[
5
0
]
.
B
ased
o
n
t
h
ese
s
tan
d
ar
d
s
,
th
e
v
alu
es
o
f
all
in
d
icato
r
s
in
th
is
s
tu
d
y
m
ee
t
t
h
e
s
tan
d
ar
d
s
,
s
o
th
e
y
ca
n
b
e
s
aid
to
b
e
r
eliab
le
b
ec
au
s
e
th
e
y
ar
e
>0
.
7
0
8
.
T
h
en
,
we
lo
o
k
at
th
e
r
eliab
ilit
y
o
f
e
ac
h
co
n
s
tr
u
ct.
At
th
is
s
tag
e,
wh
at
is
s
ee
n
is
th
e
v
alu
e
o
f
α
an
d
C
R
.
T
h
e
r
u
le
o
f
th
u
m
b
f
o
r
b
o
th
r
eliab
ilit
y
cr
ite
r
ia
is
th
at
th
ey
s
h
o
u
ld
b
e
ab
o
v
e
0
.
7
0
[
4
7
]
,
[
5
1
]
–
[
5
5
]
.
T
a
b
le
1
s
h
o
ws
th
e
o
v
er
all
co
n
s
tr
u
ct
v
alu
es
f
o
r
b
o
th
α
an
d
C
R
ar
e
>0
.
7
0
,
s
o
it
ca
n
b
e
s
aid
th
at
all
co
n
s
tr
u
cts
(
v
ar
iab
les)
in
th
is
s
tu
d
y
ar
e
r
eliab
le.
T
ab
le
1
.
Me
asu
r
em
e
n
t m
o
d
el
ass
es
s
m
en
t r
esu
lts
V
a
r
i
a
b
l
e
s
Lo
a
d
i
n
g
α
CR
AVE
H
EI
I
0
.
9
3
8
0
.
9
4
8
0
.
6
4
4
H
EI
I
1
0
.
7
9
4
H
EI
I
2
0
.
8
0
5
H
EI
I
3
0
.
7
4
0
H
EI
I
4
0
.
7
7
2
H
EI
I
5
0
.
8
3
1
H
EI
I
6
0
.
8
0
8
H
EI
I
7
0
.
8
4
6
H
EI
I
8
0
.
8
1
7
H
EI
I
9
0
.
8
3
3
H
EI
I
1
0
0
.
7
7
3
SC
0
.
8
6
2
0
.
9
0
6
0
.
7
0
8
S
C
1
0
.
8
6
7
S
C
2
0
.
8
2
7
S
C
3
0
.
8
3
4
S
C
4
0
.
8
3
6
SI
0
.
7
7
7
0
.
8
6
9
0
.
6
8
9
S
I
1
0
.
8
6
0
S
I
2
0
.
8
0
6
S
I
3
0
.
8
2
4
T
esti
n
g
th
e
v
alid
ity
o
f
ea
ch
c
o
n
ce
p
t
is
th
e
n
ex
t
s
tep
th
at
n
ee
d
s
to
b
e
tak
en
.
I
n
th
is
ev
al
u
atio
n
,
two
asp
ec
ts
n
ee
d
to
b
e
ex
am
in
e
d
an
d
d
em
o
n
s
tr
ated
:
co
n
v
er
g
en
t
v
alid
ity
a
n
d
d
is
cr
im
in
an
t
v
a
lid
ity
.
C
o
n
ce
r
n
i
n
g
co
n
v
er
g
en
t
v
alid
ity
,
th
e
s
tan
d
ar
d
v
alu
e
is
eq
u
al
to
o
r
m
o
r
e
th
an
f
if
ty
p
er
ce
n
t
(
o
r
≥
0
.
5
0
)
o
f
th
e
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
[
5
6
]
,
[
5
7
]
.
B
ec
au
s
e
ea
ch
o
f
th
e
c
o
n
s
tr
u
cts
in
th
is
s
tu
d
y
h
as
an
av
er
ag
e
v
al
u
e
th
at
is
m
o
r
e
th
an
0
.
5
0
,
it
is
ev
id
e
n
t
f
r
o
m
th
e
d
ata
p
r
esen
ted
in
T
a
b
le
1
th
at
all
o
f
th
e
c
o
n
s
tr
u
ct
s
ar
e
v
alid
.
On
th
e
o
th
er
h
an
d
,
d
is
cr
im
in
an
t
v
alid
ity
is
ac
h
iev
ed
b
y
co
m
p
ar
in
g
t
h
e
v
ar
ian
ce
s
th
at
ar
e
s
h
ar
ed
with
in
a
co
n
s
tr
u
ct.
I
t
is
a
s
itu
atio
n
in
wh
ich
t
h
e
v
a
r
ian
ce
with
in
a
c
o
n
s
tr
u
ct
m
u
s
t
b
e
g
r
ea
ter
th
an
t
h
e
v
a
r
ian
ce
s
h
ar
ed
b
etwe
en
o
th
e
r
co
n
s
tr
u
cts
[
4
7
]
,
[
5
4
]
.
I
t
is
ev
id
en
t
f
r
o
m
th
e
d
ata
p
r
esen
ted
i
n
T
ab
le
2
th
at
all
o
f
th
e
co
n
s
t
r
u
cts
u
tili
ze
d
in
th
is
in
v
esti
g
atio
n
ar
e
also
v
alid
.
T
ab
le
2
.
Dis
cr
im
in
an
t v
ali
d
ity
test
r
esu
lts
X1
X2
Y
X1
0
.
8
0
3
X2
0
.
7
9
4
0
.
8
4
1
Y
0
.
7
7
6
0
.
7
8
6
0
.
8
3
0
3
.
2
.
Str
uct
ura
l
m
o
del a
s
s
ess
m
ent
T
h
is
m
o
d
el
f
u
n
ctio
n
s
to
d
escr
ib
e
th
e
ca
u
s
al
n
etwo
r
k
o
f
laten
t
v
ar
iab
les
[
5
8
]
,
wh
ich
b
eg
in
s
b
y
an
aly
zin
g
th
e
r
elatio
n
s
h
ip
s
b
e
twee
n
co
n
s
tr
u
cts
[
5
9
]
.
R
2
is
t
h
e
m
o
s
t
f
r
eq
u
en
tly
u
s
ed
s
tatis
tic
to
ev
alu
ate
th
e
p
r
ed
ictiv
e
ab
ilit
y
o
f
s
tr
u
ctu
r
al
m
o
d
els.
T
h
e
co
ef
f
icien
t
o
f
d
et
er
m
in
atio
n
is
an
ex
p
r
ess
io
n
u
s
ed
to
d
escr
ib
e
th
is
[
4
7
]
.
T
h
e
m
i
n
im
u
m
R
2
v
alu
e
is
0
,
an
d
th
e
m
ax
im
u
m
is
1
[
4
7
]
.
I
t
is
d
em
o
n
s
tr
ated
th
at
th
e
R
2
v
alu
e
o
f
th
is
r
esear
ch
is
0
.
6
8
0
,
wh
ich
is
eq
u
iv
alen
t
to
6
8
%.
Acc
o
r
d
i
n
g
t
o
th
e
s
tan
d
ar
d
s
by
Hair
et
a
l.
[
6
0
]
,
th
is
in
d
icate
s
th
at
th
e
m
ag
n
itu
d
e
o
f
th
e
in
f
l
u
en
ce
o
f
th
e
v
ar
iab
ilit
y
o
f
en
d
o
g
en
o
u
s
v
ar
iab
les
th
at
ex
o
g
e
n
o
u
s
v
ar
iab
les
m
ay
ex
p
lain
is
co
n
s
id
er
ed
to
b
e
lar
g
e
[
6
0
]
.
W
h
ile
th
e
R
2
tes
t
is
th
e
m
o
s
t
s
ig
n
if
ican
t
p
ar
t
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
ev
alu
atio
n
,
th
e
F
2
test
,
wh
ich
m
ea
s
u
r
es
th
e
ef
f
ec
t
s
ize,
is
al
s
o
cr
itical.
T
h
e
F
2
v
alu
e
o
f
th
e
HE
I
I
is
0
.
1
9
4
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
289
-
296
292
SC
is
0
.
2
4
6
.
C
o
n
s
id
er
in
g
th
ese
n
u
m
b
er
s
,
o
n
e
ca
n
co
n
clu
d
e
t
h
at
th
e
im
p
ac
t
o
f
HE
I
I
an
d
E
C
o
n
in
ter
est
is
s
till
r
elativ
ely
m
in
im
al
co
m
p
ar
ed
t
o
th
e
r
eq
u
ir
em
en
ts
[
6
0
]
.
3
.
3
.
H
y
po
t
hes
is
a
s
s
es
s
m
ent
T
h
i
s
is
t
h
e
f
i
n
a
l
a
s
s
es
s
m
e
n
t o
f
t
h
e
P
L
S
-
S
E
M
a
n
a
l
y
s
i
s
,
n
a
m
e
l
y
t
e
s
t
i
n
g
t
h
e
p
r
o
p
o
s
e
d
h
y
p
o
t
h
es
is
.
T
a
b
l
e
3
s
h
o
ws th
e
r
esu
lts
o
f
h
y
p
o
th
esis
test
in
g
,
wh
ich
s
h
o
ws th
at
th
e
in
f
lu
en
ce
o
f
HE
I
I
(
β=0
.
4
0
9
; p
-
v
alu
e=
0
.
0
0
0
)
an
d
SC
(
β=0
.
4
6
1
;
p
-
v
alu
e=
0
.
0
0
0
)
o
n
s
tu
d
en
ts
’
in
ten
tio
n
to
en
r
o
ll
MH
E
I
s
h
o
ws
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
an
d
in
f
lu
en
ce
.
Po
s
itiv
e
with
a
s
ig
n
if
ican
ce
v
alu
e
o
f
p
-
v
alu
e
<
0
.
0
5
.
th
en
H1
an
d
H
2
ar
e
ac
ce
p
ted
.
T
ab
le
3
.
T
h
e
s
u
m
m
ar
y
o
f
h
y
p
o
th
eses
r
esu
lts
V
a
r
i
a
b
l
e
β
T
-
v
a
l
u
e
P
-
v
a
l
u
e
H
EI
I
→S
I
0
.
4
0
9
1
1
.
6
0
8
0
.
0
0
0
SC
→S
I
0
.
4
6
1
1
2
.
6
7
2
0
.
0
0
0
E
m
p
ir
ically
,
th
is
r
esear
ch
m
a
y
co
n
tr
a
d
ict
th
e
r
esu
lts
o
f
th
e
r
esear
ch
[
1
9
]
,
b
u
t
o
n
th
e
o
th
er
h
an
d
,
th
is
r
esear
ch
ac
tu
ally
s
u
p
p
o
r
ts
s
ev
er
al
r
esu
lts
o
f
o
th
er
p
r
e
v
io
u
s
s
tu
d
ies
g
lo
b
ally
[
2
9
]
,
[
6
1
]
–
[
6
6
]
.
HE
I
I
'
s
p
o
s
itiv
e
r
esu
lts
o
n
s
tu
d
en
ts
'
in
ten
tio
n
t
o
en
r
o
ll
at
MH
E
I
i
n
d
icate
th
a
t
cr
iter
ia
s
u
ch
as
HSEI
'
s
im
ag
e
o
r
r
ep
u
tatio
n
ar
e
v
er
y
im
p
o
r
tan
t
f
o
r
p
r
o
s
p
ec
tiv
e
s
tu
d
en
ts
[
6
7
]
.
T
h
er
e
f
o
r
e,
th
e
h
ig
h
er
t
h
e
im
ag
e
o
r
r
e
p
u
tati
o
n
o
f
an
MH
E
I
t
h
at
p
r
o
s
p
ec
tiv
e
MH
E
I
s
tu
d
en
ts
p
er
ce
iv
e,
th
e
m
o
r
e
it
will
tr
ig
g
er
s
tu
d
en
ts
'
in
ter
est
in
r
eg
is
ter
in
g
to
s
tu
d
y
at
MH
E
I
.
T
h
is
also
h
ap
p
en
s
th
e
o
th
er
way
ar
o
u
n
d
.
T
h
ese
r
es
u
lts
ce
r
tain
ly
alig
n
with
th
e
t
h
eo
r
y
th
at
th
e
m
o
s
t
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
attr
ac
tin
g
s
tu
d
en
t
in
ter
est
is
to
b
u
ild
an
im
ag
e
o
r
r
e
p
u
tatio
n
[
5
6
]
.
C
o
n
s
eq
u
en
tly
,
t
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
d
e
m
o
n
s
tr
ate
th
e
ad
v
an
tag
es
o
f
a
H
E
I
'
s
f
av
o
r
ab
le
im
ag
e
in
te
r
m
s
o
f
v
alid
atin
g
t
h
e
r
ec
r
u
itm
en
t o
f
s
tu
d
en
ts
an
d
co
n
s
tr
u
ctin
g
m
o
r
e
ef
f
ec
tiv
e
n
etwo
r
k
s
[
6
8
]
.
Fu
r
th
er
m
o
r
e
,
th
is
r
esear
ch
p
r
o
v
es
th
at
SC
p
o
s
itiv
ely
in
f
l
u
en
ce
s
s
tu
d
en
ts
'
in
ten
tio
n
to
en
r
o
ll
at
MH
E
I
.
T
h
ese
r
esu
lts
ar
e
in
li
n
e
with
an
d
s
u
p
p
o
r
t
s
ev
er
al
p
r
ev
io
u
s
in
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n
atio
n
al
r
esear
ch
r
esu
lts
[
1
9
]
,
[
6
9
]
,
[
7
0
]
.
T
h
is
r
esear
ch
also
c
o
n
f
i
r
m
s
th
at
ac
co
r
d
i
n
g
to
T
PB
th
eo
r
y
,
in
d
iv
id
u
al
in
ten
tio
n
s
r
e
s
u
lt
f
r
o
m
attitu
d
es
d
ev
elo
p
e
d
th
r
o
u
g
h
ex
p
er
ien
c
e
an
d
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
[
7
1
]
.
T
h
ese
r
esu
lts
also
elim
in
ate
d
o
u
b
ts
ab
o
u
t
wh
eth
er
p
er
s
o
n
al
(
s
tu
d
en
t)
ch
ar
ac
ter
is
tics
ar
e
wo
r
th
y
o
f
s
tu
d
y
[
7
2
]
.
B
ased
o
n
th
e
ex
p
lan
atio
n
,
t
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
im
ag
e
a
n
d
SC
f
o
r
HE
I
s
.
Alth
o
u
g
h
th
is
s
tu
d
y
f
o
cu
s
es
o
n
I
n
d
o
n
esia,
th
e
u
r
g
e
n
cy
o
f
im
ag
e
f
o
r
HE
I
s
h
as
also
b
ee
n
h
ig
h
lig
h
ted
b
y
r
esear
c
h
er
s
i
n
v
ar
io
u
s
co
u
n
t
r
ies,
s
u
ch
as
R
u
s
s
ia
[
7
3
]
,
I
taly
[
7
4
]
,
Sp
ain
[
7
5
]
–
[
7
8
]
,
Qata
r
[
1
]
,
[
7
9
]
,
Pak
is
tan
[
8
0
]
,
an
d
Ma
lay
s
ia
[
8
1
]
.
L
i
k
ewise,
its
in
f
lu
en
ce
o
n
s
tu
d
e
n
t
in
ten
tio
n
to
r
e
g
is
ter
o
r
e
n
r
o
ll
h
as
al
s
o
b
ee
n
s
tu
d
ied
b
y
v
ar
io
u
s
r
esear
ch
e
r
s
in
ter
n
atio
n
ally
f
r
o
m
v
ar
i
o
u
s
co
u
n
tr
ies
[
2
9
]
,
[
6
6
]
,
[
8
2
]
with
v
ar
io
u
s
in
ter
n
atio
n
al
s
tu
d
en
ts
f
r
o
m
B
an
g
lad
esh
,
Nig
er
ia,
Yem
en
,
an
d
Pak
is
tan
[
8
3
]
.
T
h
is
p
r
o
v
es
th
e
s
ig
n
if
ican
ce
o
f
th
e
im
ag
e
o
f
th
e
in
s
titu
tio
n
in
ad
d
itio
n
t
o
f
o
r
m
i
n
g
f
u
t
u
r
e
en
r
o
llm
en
t
[
8
4
]
.
A
s
im
ilar
ar
g
u
m
e
n
t c
er
tain
ly
a
p
p
li
es to
SC
.
L
astl
y
,
th
is
r
esear
ch
h
as
th
e
o
r
etica
l
an
d
p
r
ac
tical
im
p
licatio
n
s
.
T
h
e
o
r
etica
lly
,
t
h
is
r
esear
ch
im
p
lies
th
at
wh
at
in
f
l
u
en
ce
s
s
tu
d
en
ts
’
in
ten
tio
n
to
en
r
o
ll
at
Mu
h
am
m
ad
iy
ah
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
is
th
e
HE
I
I
s
id
e
an
d
s
tu
d
en
ts
’
ch
ar
ac
ter
is
tics
.
T
h
is
ce
r
tain
ly
ex
p
an
d
s
p
r
ev
io
u
s
f
in
d
in
g
s
wh
er
e
in
ter
est
in
th
e
HE
I
co
n
tex
t
is
in
f
lu
en
ce
d
b
y
s
o
cial
in
f
lu
e
n
ce
an
d
attitu
d
e
to
war
d
p
er
f
o
r
m
in
g
b
eh
av
io
r
[
1
1
]
.
T
h
e
p
r
a
ctica
l
im
p
licatio
n
o
f
th
is
r
esear
ch
is
th
at
Mu
h
a
m
m
ad
iy
ah
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
m
u
s
t
im
p
r
o
v
e
th
eir
r
e
p
u
tatio
n
b
ec
a
u
s
e
th
is
is
o
n
e
o
f
th
e
p
o
s
itiv
e
asp
ec
ts
th
at
g
en
er
ates
p
o
s
itiv
e
in
ten
tio
n
s
to
s
tu
d
y
at
Mu
h
am
m
ad
i
y
ah
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
.
On
th
e
o
th
er
h
an
d
,
Mu
h
am
m
a
d
iy
ah
Hig
h
e
r
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
m
u
s
t
p
ay
atten
tio
n
to
an
d
u
n
d
er
s
tan
d
th
e
c
h
ar
ac
ter
is
tics
o
f
p
o
ten
tial
p
r
o
s
p
ec
tiv
e
s
tu
d
en
ts
b
ec
au
s
e
th
is
is
also
o
n
e
t
h
in
g
th
at
g
en
er
ates
p
o
s
itiv
e
in
ten
tio
n
s
to
en
r
o
ll
a
t
Mu
h
am
m
ad
iy
ah
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
n
o
t
o
n
l
y
n
atio
n
ally
b
u
t
also
in
ter
n
atio
n
ally
.
Mo
r
eo
v
er
,
r
e
ce
n
t
s
tu
d
ies
h
av
e
s
tated
th
at
s
tu
d
en
t
m
o
b
ilit
y
o
n
a
g
l
o
b
al
s
ca
le
h
as
ex
ten
d
ed
b
ey
o
n
d
E
u
r
o
p
e,
No
r
th
Am
er
ica,
an
d
Au
s
tr
alia
to
in
clu
d
e
Asi
an
co
u
n
tr
ies
[
8
5
]
,
T
h
is
is
ab
s
o
lu
tely
v
er
y
im
p
o
r
tan
t f
o
r
co
m
p
etin
g
g
lo
b
a
lly
an
d
g
ettin
g
p
o
te
n
tial in
ter
n
atio
n
al
s
tu
d
en
ts
.
4.
CO
NCLU
SI
O
N
I
n
th
e
en
d
,
th
is
r
esear
c
h
p
r
o
v
es
th
at
am
o
n
g
th
e
f
ac
to
r
s
in
f
l
u
en
cin
g
s
tu
d
en
ts
’
in
te
n
tio
n
t
o
en
r
o
ll
at
Mu
h
am
m
ad
iy
a
h
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
ar
e
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
’
im
ag
e
an
d
s
tu
d
e
n
t
ch
ar
ac
ter
is
tics
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
p
r
ev
io
u
s
r
esear
ch
f
in
d
in
g
s
g
lo
b
ally
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
b
u
ild
in
g
a
p
o
s
itiv
e
im
a
g
e
a
n
d
in
s
titu
tio
n
al
r
ep
u
tatio
n
as
an
e
f
f
ec
tiv
e
s
tr
ateg
y
to
attr
ac
t
s
tu
d
en
ts
.
E
v
e
n
t
h
o
u
g
h
b
o
th
h
a
v
e
a
p
o
s
itiv
e
an
d
s
ig
n
i
f
ican
t
in
f
lu
en
ce
,
th
e
in
f
lu
en
ce
o
f
s
tu
d
en
t
c
h
ar
ac
ter
is
tics
is
g
r
ea
ter
th
an
th
at
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
im
ag
e.
T
h
is
r
esear
c
h
ce
r
t
ain
ly
ex
ten
d
s
p
r
ev
io
u
s
f
in
d
in
g
s
as
th
eo
r
etica
l
im
p
licatio
n
s
.
I
n
ter
m
s
o
f
p
r
a
ctica
l
im
p
licatio
n
s
,
th
is
r
esear
ch
r
eq
u
ir
es
Mu
h
a
m
m
ad
iy
a
h
Hig
h
er
E
d
u
ca
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
a
cto
r
s
in
flu
en
cin
g
s
tu
d
e
n
ts
’
in
ten
tio
n
to
e
n
r
o
ll a
t p
r
iva
te
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
(
A
c
e
S
o
ma
n
tr
i
)
293
I
n
s
titu
tio
n
s
to
im
p
r
o
v
e
th
eir
g
o
o
d
r
ep
u
tatio
n
.
O
n
th
e
o
th
er
h
a
n
d
,
Mu
h
a
m
m
ad
iy
a
h
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
m
u
s
t
p
ay
atten
tio
n
to
a
n
d
u
n
d
e
r
s
tan
d
th
e
ch
ar
a
cter
is
tics
o
f
p
o
ten
tial
p
r
o
s
p
ec
t
iv
e
s
tu
d
en
ts
.
T
h
ese
ar
e
b
ec
au
s
e
th
o
s
e
two
th
in
g
s
ca
n
attr
ac
t
m
o
r
e
n
atio
n
al
an
d
in
ter
n
atio
n
al
s
tu
d
en
ts
an
d
g
en
er
ate
p
o
s
itiv
e
in
ten
tio
n
s
to
en
r
o
ll a
n
d
s
tu
d
y
at
Mu
h
am
m
ad
iy
a
h
Hig
h
e
r
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
A
.
H
a
z
a
e
t
a
l
.
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
u
n
i
v
e
r
s
i
t
y
i
m
a
g
e
a
m
o
n
g
g
r
a
d
u
a
t
e
a
l
u
m
n
i
:
A
c
a
s
e
st
u
d
y
o
f
Q
a
t
a
r
U
n
i
v
e
r
si
t
y
,
”
H
e
l
i
y
o
n
,
v
o
l
.
8
,
n
o
.
6
,
p
.
e
0
9
6
6
8
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
J.HELI
Y
O
N
.
2
0
2
2
.
E
0
9
6
6
8
.
[
2
]
A
.
F
a
j
č
í
k
o
v
á
a
n
d
H
.
U
r
b
a
n
c
o
v
á
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
st
u
d
e
n
t
s’
m
o
t
i
v
a
t
i
o
n
t
o
se
e
k
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
—
a
c
a
s
e
st
u
d
y
a
t
a
st
a
t
e
u
n
i
v
e
r
si
t
y
i
n
t
h
e
C
z
e
c
h
R
e
p
u
b
l
i
c
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
1
,
n
o
.
1
7
,
p
p
.
4
6
9
9
,
A
u
g
.
2
0
1
9
,
d
o
i
:
1
0
.
3
3
9
0
/
S
U
1
1
1
7
4
6
9
9
.
[
3
]
P
.
N
.
T
e
i
x
e
i
r
a
,
P
.
L
.
S
i
l
v
a
,
R
.
B
i
sc
a
i
a
,
a
n
d
S
.
C
a
r
l
a
,
“
C
o
m
p
e
t
i
t
i
o
n
a
n
d
d
i
v
e
r
si
f
i
c
a
t
i
o
n
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
A
n
a
l
y
si
n
g
i
m
p
a
c
t
s
o
n
a
c
c
e
ss
a
n
d
e
q
u
i
t
y
i
n
t
h
e
c
a
s
e
o
f
P
o
r
t
u
g
a
l
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
7
,
n
o
.
2
,
p
p
.
2
3
5
–
2
5
4
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
1
1
/
EJED
.
1
2
5
0
1
.
[
4
]
H
.
H
a
n
a
n
d
H
.
Y
o
o
n
,
“
D
r
i
v
i
n
g
f
o
r
c
e
s
i
n
t
h
e
d
e
c
i
si
o
n
t
o
e
n
r
o
l
l
i
n
h
o
s
p
i
t
a
l
i
t
y
a
n
d
t
o
u
r
i
sm
g
r
a
d
u
a
t
e
p
r
o
g
r
a
m,”
J
o
u
r
n
a
l
o
f
H
o
sp
i
t
a
l
i
t
y
,
L
e
i
s
u
re
,
S
p
o
r
t
& T
o
u
ri
sm
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
7
,
p
p
.
1
4
–
2
7
,
N
o
v
.
2
0
1
5
,
d
o
i
:
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4
3
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4
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[
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9
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[
5
0
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[
5
1
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[
5
2
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T.
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[
5
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[
5
4
]
J.
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[
5
5
]
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.
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I
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14
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20
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289
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296
296
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Evaluation Warning : The document was created with Spire.PDF for Python.